Sentences with phrase «teachers have power over»

Come to think of it, the only thing teachers have power over is classroom mark.

Not exact matches

Teachers have a primary duty to serve their pupils and not to gratify themselves, whether by a sense of power over the lives of others, by the enjoyment of their students» affection and respect, or by the intrinsic stimulus of interesting studies.

Lisa, the founder and owner, has been a yoga teacher for over 13 years, with over 5000 hours of teaching experience, and is certified in both power and vinyasa yoga.

First, the state Education Department and the teachers unions must resolve a lawsuit over the evaluations or Cuomo will insert his own plan into the 30 - day amendments (taking advantage of the broad powers the governor has over the budget in New York).

Lawmakers from both parties in the Assembly and Senate have chafed in recent years over Gov. Andrew Cuomo exercising this power over policy in the spending plan, be it pushing through new criteria for teacher evaluations or an increase in the minimum wage the Legislature contends has little to do with the state's overall finances.

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

Simply Power Yoga has trained over 150 teachers and over 90 % of them are actively creating, teaching and leading classes / programs in the Cincinnati Area or other surrounding areas.

As a teacher of yoga for over ten years and dedicated student for over 16, I have witnessed the transformational power of yoga on my students — and myself.

Over and over, I've seen students like this initiate a power struggle to fulfill the script of a teacher - student power dynamic: «I hate school, I'm just going to drop out;» or «This is dumb, I'm not doing this;» or a string of words that I won't repeat hOver and over, I've seen students like this initiate a power struggle to fulfill the script of a teacher - student power dynamic: «I hate school, I'm just going to drop out;» or «This is dumb, I'm not doing this;» or a string of words that I won't repeat hover, I've seen students like this initiate a power struggle to fulfill the script of a teacher - student power dynamic: «I hate school, I'm just going to drop out;» or «This is dumb, I'm not doing this;» or a string of words that I won't repeat here.

Elite tenure, for the top 10 — 25 %, would confer status to the deserving, open doors to paid instructional career opportunities, and give power over future decisions to top teachers who would be motivated to maintain a high standard.

My conclusion is that the current impulse to curtail the influence of the teachers unions may return some powers to management that over the years have gravitated to the unions.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Why would any self - respecting teacher be willing to give Chancellor Klein even more power over his or her professional life?

Included in the pack are checklists for: - Questioning - Differentiation - Utilising Resources (including support staff)- Engagement - Building Literacy Skills - Planning and Expectations - Building Learning Power - A blank template for you to design your own based upon your own focus Note: The checklists offer a range of desirable strategies that teachers should look to implement over time - it would be damaging to expect teachers to utilise each of these strategies in every lesson!

The answer, again, is that the teachers unions are opposed to performance - based evaluations (as are most districts), and they have used their power over the years to stand in the way of genuine reform.

The bureaucrats in a white - majority state were cast as having usurped administrative power over a district in which 9 out of 10 students were African American, as were many teachers, politicians, and contractors.

Generally, school autonomy seems to have a positive impact — but only when schools are given extensive decision - making powers over the purchase of supplies, the hiring and rewarding of teachers, and the choosing of instructional methods.

As I suggested in my Follow the Money post in August, «our philanthropist reformers» may just be «responding to what has been the outsized influence over the system exercised by private teacher unions, textbook and testing companies, and a web of high - powered lobbyists representing all manner of industry associations.»

One held that problem policies like zero tolerance, general abuse of administrative power, class size, and concerns over having qualified teachers, etc., all need to be addressed — that, basically, the system needs to be reformed.

In my role at the Institute for Outdoor Learning I've seen a steady increase in interest in how to harness the power of outdoor learning amongst teachers, instructors, youth workers and coaches over the past few years.

Councils currently have control over recruitment of teaching staff and the Association of Headteachers and Deputes in Scotland (AHDS) argues that handing this power over to head teachers will allow them boost performance.

I think schools would definitely improve if these types of teachers, who exist at most schools, were permitted to have more power over decisions at their school sites.

For decades, teachers unions have used their political power to exert enormous control over the country's education system.

The teachers, meanwhile, will have power over curriculum decisions that used to be left to the board.

Greater power over the curriculum and the choice of texts has been a long - standing goal of the California teachers unions, which have sought, unsuccessfully, to pass state legislation that would have placed the issue squarely into collective bargaining negotiations.

In fact, for all the talk about the «democratic values» implicit in local control, the decibel level of the past few years has been caused less by a legitimate debate about the merits of the work than an internecine fight over which faction would control the local teachers union, a mayor's race pitting «old» vs. «new» Newark (read: Sharpe revanchists vs. Cory defenders), and the aspirations of what Curvin calls the «resource distributors» — those who view the power and wealth allocation opportunities of the school system as an end in itself.

As you might expect, with this kind of power, the teachers unions usually have their grubby paws all over school board races.

When the teachers had little authority or power over instructional decision - making, or when administrators were controlled by district staff, an «assessment - as - test» mentality drove instruction.

From the sounds of it, Duncan has just handed teachers unions throughout the country virtual veto power over future Race to the Top grants.

This process has been meaningful to parents for decades, but it's been increasingly pushed aside as school districts like CPS give standardized test scores more and more power over students, teachers and schools.

Desert Trails Preparatory Academy in Adelanto, Calif., will open for the academic year on Monday as the first school in the nation to have been remade under a law that gives parents the power to take over a low - performing public school and fire the principal, dismiss teachers or bring in private management.

When teachers hand over to students the power to shape their own learning, the learning that occurs is often more powerful than what would have transpired if the teacher had directed learning activities.

Even as the party itself is divided over embracing Common Core standards, has a retrograde on education in the form of House Education and the Workforce Committee Chairman John Kline (who wants to eviscerate the strong accountability measures contained in the No Child Left Behind Act), and had a primary race for the presidential nod that had seen aspirants backtrack (of offer little information) on their respective school reform agendas, Republicans were able to paper over these issues thanks to strong calls by former Florida governor Jeb Bush, Texas teacher Sean Duffy, and onetime Secretary of State Condoleezza Rice for expanding school choice, advancing Parent Power, and overhauling how teachers are recruited, trained, managed, and compensated.

Education Secretary Michael Gove said heads would get more powers over discipline and that teacher training would be shaken up.

«The first half of his tenure was marked by a series of reforms: closing more than one dozen failing schools and programs and creating several others that have thrived; decentralizing the system by cutting the headquarters staff by more than half; giving principals power over budget decisions; creating choice for city families, and competition among middle and high schools; and signing a landmark pay - for - performance teachers» union contract that was hailed as a model in the nation.

I guess what bothered me about the teacher powered school is that so many teachers work in schools today that have no say over the curriculum.

Over the past ten years, the policies undergirding the national education reform movement — offering more school choice, weakening teacher union power, and creating new accountability systems (with incentives like pay - for - performance and teacher evaluations based partly on student test scores)-- have taken hold in the nation's capital.

Over the last quarter century, the teachers unions have clearly been the most powerful force in American education, and they have clearly been using their extraordinary power — in collective bargaining at the local level, in the political process at the state and national levels — to undermine major reform and to burden the schools (via seniority provisions, the protection of bad teachers, and all the rest) with ineffective forms of organization.

In short, the bill's proponents argued that, in return for decreased state funding, giving school districts greater power over their workers would allow them to hire and retain high - quality teachers at a lower cost.

I had the pleasure of attending a panel with two teachers and a student who explained the power of their approach to performance based assessments that allowed students to do research over time, develop a thesis, and present their findings to a panel comprised of teachers, administrators, parents and community members.

here and here), has also «added value,» at least in terms of the extent to which teachers in Pittsburgh are (rightfully) exercising some more authority and power over the ways in which they are to be (rightfully) evaluated.

Our parents, teachers, religious leaders and assorted authority figures throughout our young lives, particularly during the formative years up to the age of seven, have huge power over the development of our individual personalities.